Digital transformation in foreign language education: Examining the position of the EFL teacher in ICT literacy diffusion

Abstract

Digital transformation and ICT adoption in Japanese higher education has lagged behind other developed countries. Drawing on Diffusion of Innovation theory, this preliminary case study examines the role of English foreign language (EFL) teachers as opinion leaders in information communication technology (ICT) literacy diffusion in the Japanese university context. The preliminary findings indicate EFL teachers enhance ICT literacy in breadth and depth for both teachers and students. With these findings this study proposes a tentative conceptual model that adds to the current scholarship on ICT utilization in Japanese higher education by illuminating how teachers can support digital transformation to expand the breadth and depth of ICT literacy, and cross-cultural diffusion of technology. Policy and pedagogical implications for in-service teacher professional development are discussed.Keywords: EFL; opinion leaders; Japan; digital transformation; ICT literacy; higher educationPart of the Special Issue Teaching practices in times of digital transformation <https://doi.org/10.21428/8c225f6e.ac86609b>